Alexander Minnaert

full professor

University of Groningen

Netherlands

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Alexander Minnaert is a full professor at the University of Groningen in the Netherlands. His research focuses on educational engagement, inclusion for students with special needs, and the experiences of gifted and autistic students. Recent articles reflect his interest in peer relationships, teacher support, and cognitive development within diverse educational settings.

Alexander Minnaert

Research Interests

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Articles (26)

The voice of gifted students on triggered and maintained engagement with learning at school

‘This gives order and peace’

Predicting peer acceptance among students with and without special educational needs in secondary educational settings

Implementation fidelity of video-feedback coaching for communication partners of individuals with congenital deafblindness

Teachers’ needs in mainstream secondary schools regarding the inclusion of students with Autism Spectrum Disorder: a cross-country study

The needs of autistic male students in secondary education in the Netherlands and Mexico

First-hand experiences of autistic students about teacher autonomy support, structure, and involvement

A Piagetian lens on cognitive development of children and youths with congenital deafblindness

Giftedness in the picture

Peer relations and motivation in special secondary education

How do they see themselves?

Seeing myself through the eyes of my peers

Using intervention mapping to develop an intervention for multiparty communication with people with congenital deafblindness

Triggered and maintained engagement with learning among gifted children in primary education

Explaining teachers’ behavioural intentions towards differentiated instruction for inclusion

An experience sampling study on the links between daily teacher self-efficacy, need-supportive teaching and student intrinsic motivation

Validatie van een ontwikkelingsvaardighedenlijst voor jonge (0-5 jaar) Surinaamse kinderen

The Relationship Between Basic Psychological Need Satisfaction and Intrinsic Motivation

Needs-based assessment of twice-exceptional gifted students

En/countering the doings of standards in early childhood education

Changes in need-supportive teaching over the course of one school year

Applying Erikson’s theory of psychosocial development to understand autonomy development in children and youths with deafblindness

In Tune? Multimodal Mother-Child Interpersonal Coordination During Early Childhood

The relationship between motor performance and executive functioning in early childhood

Interactions between teachers and students with autism spectrum disorder in mainstream secondary education

Inclusive support to safeguard the strengths of twice-exceptional students

Collaborators (6)

Ralf F. A. Cox

Suzanne Houwen

Steffie Van Der Steen

Erica Kamphorst

Casper Albers

Judith Loopers

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